Use that feedback to flag students who are regularly rated as poor note-takers; spend time with them reviewing effective note-taking strategies. The student is unfocused and inattentive in class. Seat the student near you in your teaching 'action zone the section of the room that you tend to face most often when addressing the class. When giving individual instructions to-or making a request of-the student, first make eye contact, call the student's name, and be sure that he or she is clearly attending to you. Post a daily agenda on the board describing the main activities planned for the class. Include the approximate amount of time that each activity will require.
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Provide sets of 'guided notes' to students (notes which contain main headings and some key information fishing but leave blanks where the student is to write in additional information). Keep a master set of teacher course notes available for students to borrow to check against their own notes. Or get the permission of a student in the class with good note-taking skills to photocopy his or her notes and make them available (e.g., with weekly updates) for other students to review. When covering important material in a course lecture, explicitly prompt students to write it down. Allow students to audiotape lectures. Or get into the routine of recording your own lectures and allow students to sign out those audiotapes for review. Encourage students to join study groups (e.g., in study halls, after school) to prepare for quizzes and tests. In these groups, students can compare notes, increasing the likelihood that students with poor note-taking abilities will fill in gaps in their own notes while reviewing essential course content. Work with the class to create a rubric for judging the quality of course notes. Periodically have students exchange notebooks and give structured feedback to each other about the quality of their note-taking. Require that students write up their feedback and share a copy with you.
With the student, set a reasonable daily goal for responding to discussion questions (e.g., "In each class, i will raise my hand to answer at least 3 questions. At the end of class, the student marks on a sheet how many times the student actually participated in discussion. If the student meets or exceeds the daily goal, the student is awarded a point or token that can barbing be redeemed later for an incentive. Of course, the teacher should spot-check the student's rating periodically to make sure that the student is being honest in his or her ratings. The student takes poor or incomplete notes on lecture content. Base part of the course grade on the quality of the student's notes. Periodically collect student notes to grade and provide written feedback, doing so more frequently near the start of the school year. (note: If you decide to grade student notes, be sure first to provide students who have disabilities that impact note-taking with appropriate accommodations, such as those discussed below.).
Then replace the student's name in the container and pose another question. (If you have students who are very shy about participating, you may allow them to pass if they do not know the answer when called.). Meet with the student privately and give him or her a passage from the course text presentation (or other relevant material). Provide the student with discussion questions that you plan to ask him or her in the next class session and let the student know that the answers to those questions are to be found in the passage. (If the student requires additional support, underline the portions of the passages where answers to the discussion questions are to be found.). Permit students who do not know the answer when called on to select a 'lifeline a peer who they believe will know the correct answer. If a student uses a lifeline, however, do not accept the answer until the student using the lifeline states whether he or she judges the lifeline's answer to be correct. Allow students to consult their notes and the course text when responding to a discussion question.
Occasionally surprise students by inviting 'guest reviewers' from outside the classroom (e.g., another teacher, principal, visitor from outside the school) to look at important student assignments and provide face-to-face feedback about the quality of the work. The student does not participate in large-group discussions. Make sure that students are not permitted to tease or mock their peers for giving an incorrect answer in your classroom. Students should feel safe to make mistakes-even in public-as they strive to master difficult course material and concepts. Let students know that a certain percentage of their course grade will be determined by their preparation for class discussion and willingness to participate in class. Write all student names onto index cards or slips of paper and place those names into a container. During class discussion, pose a question and give students a short period of 'think time'. At the end of that time, draw a name from the container and call on that student to attempt an answer.
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Select assignments that have high-interest 'real world' application for students to encourage their best effort. For example, have students write an autobiographical essay that can later be submitted as part of their application for a summer job. Create a 'quality rubric that lists the key dimensions of quality that you expect from the student's work. Require that the student rate all classwork using the rubric. Do auditor not allow the student to hand in work until the student is able honestly to assign him- or herself the highest ratings possible.
(note: you can use this technique with one student or the entire class.). Divide students into pairs and have them exchange their completed assignments. Instruct students to rate the quality of their peer's work and to share their written evaluations with each other. Before collecting work, encourage students to make changes to their own assignments in response to peer editorial feedback. To avoid having students rush through an assignment so that they can have free time, give additional classwork to anyone done early.
Give students a voice in structuring the lesson. For example, you might have the class vote on whether they wish to spend a class period working in student pairs at the computer center reviewing course content posted on an Internet site or remaining in the classroom working in larger student groups to pull. The student appears unable to complete in-class work. Survey the student's academic skills to determine where his or her skill deficits lie. Adjust the student's classroom instruction to match his or her skill level.
For example, a student who struggles in a higher reading group might be placed in a lower group. Give the student review sheets with completed models that demonstrate all steps of the learning strategy that he or she must use to do the assignment. Take care to write the review sheets so that the student is able to grasp the essential elements of the strategy when reviewing it independently. Link the student with a classmate, an older student, or an adult volunteer who can tutor the student in the area(s) of academic weakness. (Be sure that the student and tutor spend the majority of tutoring time actively working on the targeted skills rather than engaging in social conversation!). Provide the student with materials at his or her ability level on which the student can practice, practice, practice key skills being taught in the course. If the student is working independently on practice materials, provide the student with answer keys so that the student can rapidly check his or her work. Provide the student with study aids and reference materials designed to increase his or her comprehension of course material, such as guided notes and glossaries containing key course terms and their definitions. The student completes classwork quickly without attention to quality.
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Offer the student the opportunity to earn points or tokens toward rewards or incentives by completing a certain amount of schoolwork. Review possible rewards with the student and allow him or her to choose those that he or she would find most motivating. Use cooperative learning activities to teach course content. Cooperative learning allows students to learn while also getting motivating social reinforcement through interaction with their peers. Weave high-interest topics into lessons to capture and hold student attention. To learn what topics most interest your students, just ask them book (whether through class discussions, written surveys, or individual student-teacher conversations). Offer the student choices in how he or she structures his or her learning experience in the classroom. For example, consider allowing students to select where they sit, who they sit with, what books they use for an assignment, or the type of product that they agree to produce (e.g., offering the option to students in a writing course of composing an opinion.
(For students with very poor organizational skills, you may start with an easy-to-achieve goal-say 2 yes ratings pre week. As the student shows improvement, raise to bar to 3, then 4, and eventually 5 yes ratings per week. Also, spot-check the student's rating periodically to make sure that the student is being honest in his or her ratings.). Assign one staff member at your school to manage a caseload of students who are organizationally challenged. At the start of each day, that staff member 'checks in' with these students before they go to class. This person can quickly check students' schedules for write the day and make sure that they have all necessary work materials. If a student is missing an important item, the check-in person should help that student to secure the missing item before class. The student appears unmotivated to complete in-class work. Survey the student's academic skills to make sure that the student does not have skill deficits that he or she is hiding behind a mask of poor motivation.
for every subject. Each section should include a calendar to record assignments, and space to store work in progress. The organizer should also be stocked with pens, pencils, and writing paper. Pair each student with a 'peer buddy'. Direct students to share with, or borrow from, their peer buddy if they forget a book, pencil, or other item. Also, have student pairs check with each other at the end of class to ensure that each has written down all assignments correctly and has the necessary study materials needed for homework. Have the student use a simple self-monitoring system. At the end of class each day, the student answers one question: "Did I have all necessary materials in class to do the work expected of me?" Offer the student an incentive (e.g., privilege, extra-credit points toward a grade, etc.) if he or she.
Require tardy students to 'make up' missed class time (e.g., being required to stay after school or complete extra assignments) summary if they lack a valid excuse for being late. Start a school-home note system to communicate with parents about student's arrival time, classroom attendance, and overall performance. Make sure that other teachers are releasing their classes on time to allow students adequate time to get to your classroom. The student does not consistently bring necessary work materials to class. Remind students at the end of class about the books or other work materials that they should bring to the next class session. Keep a collection of pens, pencils, and writing paper in the room that students can use if they forget their own. Send parents a list of the essential materials that students should always bring to your class.
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Response to Intervention help With Homework student Problems. The student does not get to class margaret on time. Provide an incentive for arriving promptly (e.g., points toward earning a reward or privilege). Set up fun, short 'bellringer' activities before class to motivate students to show up on time. Establish a classwide reward system in which students 'clock in' (record their arrival time) as they enter the classroom. The teacher sets a cumulative time goal (e.g. Students who arrive early contribute the number of minutes between their arrival and the beginning of instruction to the growing class total. Students arriving late have the number of minutes that they were late subtracted from the class total. Once the class total matches the teacher's pre-set time goal, the entire class takes part in a desirable activity (such as watching a movie or having a pizza party).